The Brazilian literacy cycle is going through a delicate period of change literacy paradigm, in which the traditional paradigm, where the child would first have to be literate to then interact with the uses and functions of language, being aside for inserting the perspective of literacy letrando, the process comprising literacy together with ownership of the uses and functions of language. In the midst of this change, the text production written, it was content to be worked out in the final years of basic education, it is now seen as necessary from the first moments of literacy. Thus, the question related to the acceptability of literacy teachers on this change so severe behavior in the years of literacy emerged. Is the insertion text written production in literacy cycle is strange in literacy teachers? Trying to observe this, current research, which is characterized as a qualitative research interpretive descriptive character, sought through interviews with five teachers of literacy cycle trace how was the acceptability of the literacy teacher in front of textual writing production and design of literacy letrando . To support theoretically, we enjoy the likes of BAKHTIN (2000, 2012), FARIA (2011), VIGOTSKI (1998), FERREIRO & TEBEROSKY (1999), SOARES (1998, 2003), SCARPA (2012), FAYOL (2014), among other relevant names literacy practices. The results achieved in the research point to a good reception of textual written production of literacy teachers, however, has still remnants perceived the traditional concept of literacy in the practice of teaching the first year indicating that the paradigm shift is in process of development, especially when it comes to planning the initial interaction of the child with writing.